DEVELOPING CRITICAL THINKING SKILLS - THE IMPORTANCE OF DEEP KNOWLEDGE ACQUIRED BY IMPROVED STUDY METHODS Greg Foley

1. DEVELOPING CRITICAL THINKING SKILLS - THE IMPORTANCE OF DEEP KNOWLEDGE ACQUIRED BY IMPROVED STUDY METHODS Greg Foley School of Biotechnology, Dublin City University Abstract Lack of deep knowledge is a major factor in the apparently poor critical thinking skills of students. Students must be encouraged to study in an analytical fashion rather than simply learning by rote. Furthermore they need practice of thinking and writing in a critical fashion and require constructive feedback on their efforts. The use of study/revision sheets in attempting to meet these objectives is described. • 1. Introduction • Some of our basic assumptions: • The ability to think critically is largely subject-specific andcannot be separated from knowledge. • The main reason for students’ apparent inability to think critically and solve problems is that they lack deep knowledge as opposed to surface knowledge that is ‘rote learned’. • There is little to be gained from trying to teach supposedly generic ‘thinking skills’. It is far better to encourage deep learning and perhaps some problem solving strategies that are relevant to the particular discipline. • Students’ tendency to ‘rote learn’ is driven by predictable exams that require answers to ‘linear’ questions. These answers can be ‘learned’ by simply recalling lecture notes in the order in which it is presented. Exam questions must be modified to explicitly require more analytical and integrated answers. • Students need guidance as to how to study in a more analytical fashion and need practice in answering questions that require thought as opposed to memory. • 2. Aims and Objectives • To promote better critical thinking by encouraging students to study in a more analytical way and to think while studying rather than trying to recall information. • To encourage students to practice thinking and writing. • 3. Method • Provide students with study/revision sheets in which they are posed challenging problems that cannot be answered by simple recall of lecture notes. • Stress that these problems will not appear verbatim in the exam. • Encourage students to submit model answers for comments from instructor. • Design examination questions that cannot be answered by simple recall of lecture notes. 5. Example Questions from Study Sheets In the box below we give some example of conventional questions and questions requiring a more critical approach. 6. Experience So Far This pilot study was initiated in October of this year so no firm conclusions can be reached yet. However, the idea of a study/revision sheet was welcomed by students. It is nonetheless clear that the modern student demands that we be very explicit about what we expect of him/her. If we expect critical thinking, we must (i) explain exactly what this means, (ii) provide students with practice at critical thinking, (iii) give them feedback and (iv) examine them in ways that require critical thinking. Contact: greg.foley@dcu.ie 4. Module Background The author teaches a course in membrane separations to third year biotechnology students. This course covers four key topics and is a mix of qualitative and quantitative (mathematical) material. The main focus of this work has been to improve the qualitative knowledge and understanding of the material.